One hundred and forty-three parents of preschool age children were surveyed (1) to determine their beliefs about discipline at home and at the preschool, and (2) to ascertain relationships between these beliefs and demographic characteristics. Parents indicated the extent to which they expected teachers to solve classroom problems according to each of three discipline approaches: the interventionist approach, which follows social learning principles and endorses authoritative discipline; the non-interventionist approach, which follows psychodynamic principles and endorses non-directive discipline; and the interactionist approach, which follows reality therapy principles and endorses negotiated discipline. It was acknowledged that parents might endorse more than one discipline approach, but one approach was expected to predominate in an individual's beliefs. Most parents endorsed the interventionist approach in the home, a third endorsed the interactionist approach at home, and less than a tenth endorsed the non-interventionist approach. Parents expected teachers to use these approaches in approximately the same proportions. However, nearly 25 per cent of the parents demonstrated a double-standard, expecting schools to be more authoritative than the home. Educational background of the parent, and gender of child, (but not of parent) were associated with type of discipline endorsed. Appendices include the data-gathering instrument and the scoring key. (Author/DB)